By placing enquiry and sources at the heart of history teaching, we help pupils think critically, question thoughtfully and understand the past as historians do. 

At Aston Rowant School, history is taught as a discipline, not just a collection of stories. Pupils are supported to think like historians by asking questions, examining evidence and understanding that our knowledge of the past comes from interpreting sources. 

Across the school, all history units are enquiry‑based, ensuring pupils develop curiosity, critical thinking and an understanding of how and why historical interpretations are formed. 

Using Historical Sources 

Pupils regularly engage with a wide range of historical sources to deepen understanding and support enquiry. These include: 

• Artefacts – handled carefully to support first‑hand investigation 
• Documents – such as letters, ration books and written accounts 
• Maps and plans – to explore place, change and development over time 
• Eyewitness accounts – including diaries, radio broadcasts and personal stories 

Where possible, pupils work with authentic or replica materials, enabling them to explore evidence in meaningful and memorable ways. 

Expert Visitors and Living History 

We enrich historical enquiry through expert visitors and living history experiences, which allow pupils to interact directly with individuals who have specialist knowledge. 

These experiences help pupils to: 

• Hear expert explanations of sources and artefacts 
• Ask informed and challenging questions 
• Understand how historians research and interpret the past 
• Appreciate that historical knowledge is constructed, not fixed 

Visits such as specialist history days and expert talks add authenticity and depth to pupils’ enquiries. 

History Boxes and Specialist Resources 

To strengthen source‑based learning, we regularly hire History Boxes from Oxfordshire County Council / University services, which include: 

• Curated artefacts and replicas 
• Supporting source materials 
• Guidance on historical context and interpretation 

These resources allow pupils to investigate evidence independently and collaboratively, supporting high‑quality historical discussion and vocabulary development. 

Using Technology to Support Enquiry 

To enhance pupils’ understanding further, we have also used VR headsets to allow children to “step into” historical environments. 

These immersive experiences support pupils in: 

• Visualising life in the past 
• Understanding scale, place and environment 
• Asking deeper questions about daily life and change over time 

Technology is used purposefully to complement, not replace, questioning and evidence‑based discussion. 

Enquiry‑Based Lessons and Questioning 

All history units are structured around a key enquiry question, which drives learning and provides clear purpose. 

Each lesson includes: 

• Explicit knowledge questions linked to the learning objective 
• Opportunities to return to the enquiry question 
• Discussion, reflection and evidence‑based reasoning 

We regularly use “I Wonder…” prompts to stimulate curiosity and encourage pupils to: 

• Pose their own historical questions 
• Consider multiple perspectives 
• Challenge assumptions 
• Reflect on what evidence can (and cannot) tell us 

This approach helps pupils understand that history involves interpretation as well as knowledge. 

Developing Interpretation and Critical Thinking 

Through regular engagement with sources and enquiry, pupils learn that: 

• Different sources may tell different stories 
• Evidence must be questioned and interpreted 
• Historians may draw different conclusions from the same material 

Pupils are supported to explain their thinking clearly, using evidence to justify ideas and recognising uncertainty where evidence is limited. 

Impact on Pupils 

As a result of our enquiry‑led, source‑rich approach, pupils: 

• Ask thoughtful and relevant historical questions 
• Use evidence to support ideas and explanations 
• Understand how we know about the past 
• Recognise that history can be interpreted in different ways 
• Develop confidence in historical discussion and debate 

Pupils do not simply learn what happened in the past, but how we know it happened and why it matters.